language arts - big west conference

From NCAA Basketball Fast Break: Lessons Across the Curriculum With the NCAA, © 2003, NCAA.

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Sixth Grade–Eighth Grade Language Arts

Sixth Grade

Eighth Grade

Sixth Grade

Eighth GradeTHROUGH

PART IIIPART III


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In this unit your students will be challenged to develop language skills asthey study basketball and the NCAA®. They will read for perspective, evalu-ate Internet sources, refine persuasive language skills, identify parts ofspeech, write with figurative language and develop analytical research skillswhile learning about such topics as teamwork, sports action, college lifeand women in sports.

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Playing Sports in CollegeThis lesson will help your students see the positive impact intercollegiate sports haveon student-athletes’ higher education experiences.

National Standards: NL-ENG.K-12.1, NL-ENG.K-12.2, NL-ENG.K-12.12Skills: Reading for perspective, understanding the human experience, applying

language skillsEstimated Lesson Time: 40–50 minutes

Teacher Preparation• Duplicate the Playing Sports in College worksheet on page 280 for each student.

• Work with your local college or university’s Sports Information Director (SID) toobtain men’s and women’s basketball media guides or work with your school’smedia specialist to select magazine articles, newspaper articles and other sourcesabout local basketball student-athletes for students to use. Sources must includeinformation on the student-athletes’ NCAA® college or university experiences.Try to include sources for both male and female basketball student-athletes. Ifsources are in short supply, you can also use newspaper articles on current inter-collegiate athletes.

Materials• 1 copy of the Playing Sports in College worksheet on page 280 for each student

• 1 pencil for each student

• Media guides, newspaper stories, sports biographies, magazine articles and othersources with information on past and present basketball student-athletes’ NCAAcollege or university experiences

Background InformationCollege sports can be a means to an education for many young people. In fact, theNCAA has reorganized its structure and established rules to ensure that student-ath-letes receive a full educational experience, including adequate time to study. Student-athletes who complete their college education have developed teamwork and leader-ship skills that will help them in their postgraduate pursuits. Many NCAA student-athletes point to their college years as those in which they honed their athletic andlife skills and built relationships with coaches, teammates, friends and their alma mater.

In this lesson, your students will see the positive impact college sports have on astudent-athlete’s higher education experience as they research a local college basket-ball student-athlete.


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Introduce the LessonTell students that they will research a local basketball student-athlete and learn aboutthe student-athlete’s college experiences.

Follow These Steps1. Distribute the Playing Sports in College worksheet on page 280 to each student.

2. Have student volunteers read the first two paragraphs on the worksheet. Thengo over the instructions as a class. Allow time to answer students’ questionsabout the assignment.

3. Give students time to select a local basketball student-athlete to research. Haveall students get their sports figure approved by you.

4. Set a due date for the assignment.

5. Allow as much class time as possible to conduct research and create projects,though students will need to devote time outside of class as well.

6. Display completed students’ projects for others to see and have students whocomposed skits, songs or dances present them to the class.

Extend and Vary the Lesson• For students with reading disabilities, allow an aide or their parents to read the

written sources aloud. Such students are still responsible for completing theirown projects.

• To add a public speaking element to the assignment, have all students presenttheir projects to the class, whether their project was artistic, written or dramatic.Students can explain whom they researched, where the basketball student-athlete attended college and the main points they learned as they created theirproject.

• Allow students who are too shy to speak in public to present their skits, songs ordances to you or to a small group of students instead of to the entire class.

• Invite the basketball student-athlete to speak to the class. (This can be arrangedby contacting your local college or university’s Sports Information Director [SID]who can arrange the visit with the basketball student-athlete.)


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Playing Sports in CollegeName____________________________________________________ Date_____________________

Many professional athletes honed their skills on NCAA® college basketball teams. Tim Duncan wowed thecrowds at Wake Forest University while Grant Hill helped Duke University win back-to-back NCAA Division Imen’s basketball championship titles in 1991 and 1992. Rebecca Lobo led the University of Connecticutteam to the NCAA Division I women’s basketball championship in 1995 and Sue Bird led the UConn Huskiesto two national championship titles in 2000 and 2002.

In many cases, sports provide educational opportunities for student-athletes through athletic scholarships.Student-athletes forge lifelong relationships with their coaches, teammates, friends and alma mater. In thisproject, you will learn about the college experience of an athlete of your choice.

1. Choose a male or female college basketball student-athlete to learn about.

2. Use the sources your teacher provides to learn as much as you can about this student-athlete.

3. Choose one of these projects to complete about the athlete:

• Write a four-paragraph summary of the student-athlete’s college and life experiences. Paragraph 1(the introduction) should introduce the student-athlete and state the main theme of your summary.Paragraphs 2 and 3 (the body) should expand on, or give details about, the theme in an organizedway. Paragraph 4 (the conclusion) should state an insight you have gained and recap the maintheme.

• Create a booklet, with illustrations and text, describing the student-athlete’s college experiences.

• Act out a skit showing a scene from the student-athlete’s college experience. You can also use mimeor dance to do this.

• Illustrate the student-athlete’s college experience through drawing, cartoon work, painting, sculp-ture or T-shirt design.

• Compose a song in any style you choose (hip-hop, rap, pop-rock, alternative) depicting thestudent-athlete’s college experience.

4. Try to include or depict the following in your project:

• The student-athlete’s feelings about college life and playing on a college basketball team.

• The student-athlete’s accomplishments during his or her college career.

• What the student-athlete learned academically while at college.

• What other skills the student-athlete learned during college: life skills, leadership skills, teamworkand so forth.


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Fact or Fiction: Internet ResearchThis lesson will help your students critically evaluate information on the Internet asthey research an NCAA® basketball team.

National Standard: NL-ENG.K-12.8Skills: Developing research skills, using technological resources, critically

evaluating informationEstimated Lesson Time: 40 minutes

Teacher Preparation• Duplicate 3 copies of the Verify It! form on page 283 for each student, plus extras

for class demonstration.

• Duplicate 1 copy of the Fact or Fiction: Internet Research worksheet on page 284for each student.

• Familiarize yourself with the names of NCAA basketball teams and their institu-tions in your region.

• Familiarize yourself with Internet search engines students might use for their as-signment. Follow your administration’s guidelines regarding safety in studentInternet use.

• Find two Web sites—one that is supported by a reputable source (such aswww.ncaabasketball.net, www.ncaasports.com or www.ncaa.org) and one wherethe accuracy of the content is questionable (such as a Web site created by a fan ofa particular NCAA basketball team). Find print sources that will help you prove ordisprove the accuracy of the information at these sites. Use these for step 6 of thelesson.

Materials• 3 copies of the Verify It! form on page 283 for each student

• 1 copy of the Fact or Fiction: Internet Research worksheet on page 284 for eachstudent


Background InformationCollege sports can be a means to an education for many young people and they make apositive difference in our higher education system. In the 1999–2000 school year, 361,000student-athletes competed in NCAA sports. In addition, NCAA member schools award$1 billion in scholarships each year, second only to Pell grants in student assistance.

This lesson will give your students an opportunity to research an NCAA basketballteam at an institution of their choice. At the same time, students will learn to criticallyevaluate information they find on the Internet.

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www.ncaabasketball.net

www.ncaasports.com

www.ncaa.org


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Introduce the LessonTell students that you are going to discuss how to evaluate information they see onthe Internet. They will also have an opportunity to research an NCAA basketball teamand college or university of their choice.

Follow These Steps1. Ask students to tell you how they know certain things are true: How can they tell

if something their parents say is true? (If it really does happen, then what myparents said was true; because things my parents say are often true; my parentsknow a lot about some topics.) How can they tell if something a friend tells themis accurate? (I can see it with my own eyes; I can verify it with a teacher or parent.)How do they know that the information they learn in a textbook is accurate? (Itwas written by someone with an advanced degree or special expertise; the authorhas referenced other sources.)

2. Tell students that not all the information on the Internet is trustworthy or accu-rate. Today they will learn how to evaluate the accuracy of Internet informationas they research a college or university and its men’s and women’s basketballteams.

3. Discuss different sources of information on the Internet: Web sites, online news-papers and encyclopedias, Web discussion forum postings, listserv andnewsgroup messages and so forth. Explain how to do an Internet search, includ-ing what you know about certain search engines.

4. Distribute three copies of the Verify It! form on page 283 to each student and onecopy of the Fact or Fiction: Internet Research worksheet on page 284 to eachstudent.

5. Explain the assignment to students.

6. If possible, set up a projection system so that you can visit a Web site as a class.Together, fill out a Verify It! form for two Web sites you have chosen—one that isfrom a reputable source and one where the accuracy of the content is question-able. As a class, check the information on these Web sites against a print source:an encyclopedia, atlas or book on the subject.

7. Give students a deadline for their assignment.

Extend and Vary the Lesson• Be sure that students with physical disabilities have the proper resources to com-

plete this assignment: a parent or fellow student to assist with typing, voice recog-nition software and so forth. The student should make all of the decisions as towhich sites to visit and what to write on the forms.

• Ask students to make a list of the worst Web sites, in terms of content accuracy,that they find while completing this assignment.

• To incorporate math skills, ask students to record the number of sites they wentto before settling on their final three sources. Have students calculate the per-centage of sites of all those they browsed that provided the information theyneeded.


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Verify It!Verify It!Verify It!Name of Internet source (Web site and so on): _________________________________

___________________________________________________________________________

Authorship

1. Who is the author of the Internet source? _________________________________

2. What are the author’s credentials? ________________________________________

3. Does the Internet source provide a way for you to contact the author, such asan e-mail address, street address or phone number? ____ Yes ____ No

Content

1. Does the site provide the date it was created and the date it was lastupdated? ____ Yes ____ No

2. Do you see spelling or grammatical errors? ____ Yes ____ No

3. Is information presented in a factual, straightforward way? ____ Yes ____ No

4. Do you see signs of bias—appeals to emotion or strong opinions (“this is thebest team ever”) without crediting a source? ____ Yes ____ No

5. Do other sources, especially print sources, give the same information, helpingyou know that the Internet source is accurate? ____ Yes ____ No

Based on what you’ve learned by filling out this form, do you think this Internetsource is a credible source of information? Why or why not? ______________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________


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Fact or Fiction:Internet ResearchName____________________________________________________ Date_____________________

Your Assignment1. Choose an NCAA® basketball team and its college or university to research.

2. Use Internet sources to find out about the team and its college. You must use at least three Internetsources, and at least two different types of Internet sources (e.g., Web site, online newspaper article,online encyclopedia, e-mail message, Web discussion forum posting). For example, you might use twoWeb sites and one online newspaper.

3. For each Internet source you use, fill out a Verify It! form. Your teacher will give you three copies of thisform. Be sure to use a print source to verify the information you find on the Internet. You might use anencyclopedia, an atlas or a book about the college.

4. On a separate sheet of paper, create an Institution Fact Sheet that provides the following informationabout an NCAA member institution and its men’s and women’s basketball teams:

• Name of the NCAA team and its college or university

• Location of the college or university

• Size of the student body

• Mascot

• Famous people who attended this college

• Educational specialties

• Current basketball coach’s name (men’s, women’s or both)

• Names of some current men’s or women’s basketball players

• One or more reasons you would or would not like to attend this college

5. Turn in three Verify It! forms and your Institution Fact Sheet to your teacher.


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Team TalkThis lesson will help your students develop their speaking and writing skills as theythink about what makes a great team.

National Standard: NL-ENG.K-12.12Skills: Communication skills; applying language skillsEstimated Lesson Time: 20–30 minutes

Teacher PreparationDuplicate the Team Talk worksheet on page 287 for each student.

Materials• 1 copy of the Team Talk worksheet on page 287 for each student


Background InformationAt some point in your life you have probably watched or been a part of a great team.Whether you have enjoyed your local NCAA® team’s victories or teamed up with some-one to paint a house or plant a garden, you know that certain characteristics make agreat team and without those characteristics a team is likely to fail.

Many of your students know these things, too, but they may not have thought aboutthem fully. This lesson will challenge your students to reflect on what makes a greatteam. One of the significant purposes of the NCAA’s rules and governance is to en-courage good sporting behavior, a key to building a great team. In fact, the same team-building skills that students practice on the basketball court can be applied to otherparts of their lives: completing school projects with fellow students, cooperating withinthe family and helping friends make good decisions.

In this lesson, your students will develop their speaking and writing skills as theythink about what makes a great team.

Introduce the LessonTell students this lesson will challenge them to think about what makes a great teamand communicate their thoughts to others.

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Follow These Steps1. Ask students to tell you the names of some great teams they know about. List

the teams on the board. Encourage students to mention NCAA basketball teams,school teams (their own soccer or basketball team), historical teams (the Wrightbrothers) or even “relationship teams” (their parents, their families, specialfriendships).

2. Ask students to think about what made these teams great. Accept only a fewresponses so as not to steal the thunder from the assignment.

3. Distribute the Team Talk worksheet on page 287 to each student.

4. For the Team Skills section on the worksheet, ask students to circle qualitiesthat would contribute to a great team and cross out qualities that would likelymake a poor team. Ask students to define the term sporting behavior. (Good sports-manship.) Go over the answers in class, allowing debate or asking questionsabout more controversial characteristics.

5. Ask students to add, in the blank space provided, team-building characteristicsthey have thought of on their own.

6. Explain to students that they are to write a five-paragraph essay or give a five-minute speech describing a great team and what makes it great. Read throughthe instructions with students and give a due date for their work.

Extend and Vary the Lesson• Provide students who have language arts learning disabilities a teacher’s aide or

volunteer who can type the speech as the student prepares it aloud.

• Play a team-building game such as the dominoes game in lesson 5 of the sixthgrade–eighth grade physical education and sporting behavior unit on page 377.

• Read aloud portions of students’ essays—those of students who did not want togive a speech. This will help all students hear the good ideas expressed in thoseessays.

• Ask students to bring to class examples of good and poor teamwork from newspa-pers and magazines. Share them aloud and post them on a “team talk” bulletinboard.

• Assign a shorter, three-paragraph essay, or have students work in pairs to com-pose their essays.


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Team TalkName____________________________________________________ Date_____________________

Team SkillsThe NCAA® encourages fair play and good sporting behavior. Circle the qualities below that would contrib-ute to a great team. Cross out the qualities that would likely make for a poor team.

cooperating

making fun of others

making all the decisions yourself

giving teammates credit

complimenting team members

being committed to the team’s goals

showing concern for people outside the team

using violence to get your point across

expressing disagreement with calm words

accepting leadership from others

leading when appropriate

communicating well

accepting others’ ideas

showing respect for authority

questioning authority

having high self-esteem

looking out for teammates

looking out only for yourself

Add other team-building qualities you have thought of on your own:

Your AssignmentWrite a five-paragraph essay or give a five-minute speech describing a great team and what makes it great.

1. Identify a team to describe. The team can be from the past or present. It can be a team you haveparticipated in, observed as a fan or learned about through research. It can also be an imagined team—one you think would be great. You can choose any type of team to describe: a sports team, a schoolteam, a historical team or any other team you can think of.

2. As you write your essay or speech, be sure it includes these parts:

• Paragraph 1: A beginning (introduction) that grabs people’s attention and states the main theme.

• Paragraphs 2, 3 and 4: A middle (body) that expands on, or gives details about, the theme in anorganized way.

• Paragraph 5: An ending (conclusion) that draws a conclusion or states an insight you have gleanedand recaps the main theme in a memorable way.


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Healthy to the ExtremeThis lesson will teach students the proper use of adverbs while focusing on the ben-efits of good nutrition.

National Standard: NL-ENG.K-12.6Skills: Applying knowledge, language conventionsEstimated Lesson Time: 25-35 minutes

Teacher PreparationDuplicate the Healthy to the Extreme worksheet on page 291 for each student.

Materials• 1 copy of the Healthy to the Extreme worksheet on page 291 for each student

• 1 or more sheets of notebook paper for each student


Background InformationThe NCAA® cares about the student-athletes in its programs. Indeed, the student-athletes are the NCAA’s primary concern. To help them achieve lifelong health, as wellas helping student-athletes perform their best athletically, the NCAA works to teachstudent-athletes about proper nutrition and self-care. On the NCAA Web site, http://www1.ncaa.org/membership/ed_outreach/nutrition-performance/student/index.html, student-athletes are given guidelines to meet their nutritional needs. Theyare told that proper training and conditioning includes good nutrition. The caloriesand nutrients from carbohydrates, proteins and fats are particularly important assources of energy for exercise. Carbohydrates, which should be eaten at each meal,plus before, during and after exercise, are found in foods such as bread, rice, pasta,fruits and cereals. Proteins help with muscle growth and repair and are found in foodssuch as poultry, eggs, vegetables and fish. Fats are the body’s main energy source andare best eaten in moderate quantities through nuts, olive oil or fatty fish, such as bluefin tuna or salmon. Carbohydrates, proteins and fats should be part of every meal.

Student-athletes are encouraged to listen to their bodies, noting how they performduring exercise and how they feel as they make improvements in their nutritionalintake. Student-athletes are also encouraged to talk with teammates, athletic trainersand coaches for more information about their self-care.

Introduce the LessonTell students this lesson will help them learn about adverbs and the proper way to usethem as they also learn about nutrition and exercise and the benefits to their health.

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http://www1.ncaa.org/membership/ed_outreach/nutrition-performance/student/index.html


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Follow These Steps1. Ask students to name the forms of exercise they enjoy. Tell students that in

order for our bodies to be able to perform at their best during exercise, propernutrition is important. Can the students tell you why? Briefly go over the ben-efits of proper nutrition. (Health, energy, stamina, strength.) Athletes, who spenda lot of time exercising, have to take special care of their bodies and make suretheir bodies have the proper nutrients to give them the energy to exercise. Eat-ing foods with the right nutrients is like following a recipe that leads to goodhealth.

2. Tell students that just like nutrition and self-care go together to make a recipefor good health, words can be used together like a recipe for good communica-tion. The more we know about language and using words in the right combina-tions, the better we can get our ideas across.

3. When we write sentences, we use combinations of different kinds of words. Re-mind students about nouns and verbs and their roles in sentences (subject andaction). Remind students that adjectives are words that modify, or change themeaning of, nouns and pronouns. Adjectives help the writer paint a picture, giv-ing detail about what the writer is trying to communicate.

4. Explain that an adverb is a word that modifies a verb, an adjective or anotheradverb. Tell students that adverbs help a writer answer the questions Where?When? How? and To what extent? Give examples of each. Write these sentenceson the chalkboard or use an overhead projector. Underline the adverb and circlethe word it modifies:

We played basketball outside. (Outside modifies the verb played and answerswhere.)

On the day of the game, I ate breakfast early. (Early modifies the verb ate andtells when. If we add very early, that is an example of an adverb modifyinganother adverb.)

The point guard fell unexpectedly. (Unexpectedly modifies the verb fell andtells how.)

All the players were very hungry. (Very modifies the adjective hungry andtells to what extent.)

5. Tell students that adverbs that modify adjectives or other adverbs by addingemphasis are called intensifiers. Intensifiers include too, very, extremely, trulyand really. Explain to students that it is not good to use too many intensifiers inyour writing—too many intensifiers really weaken your writing very much!

6. Distribute a copy of Healthy to the Extreme on page 291 to each student.

Extend and Vary the Lesson• The worksheet can be done with the class as a whole, with sentences written on

the chalkboard or using an overhead projector. Ask different students to volun-teer answers for each of the sentences.

• Have students read the following passage. It is an example of writing that uses toomany intensifiers. Have students circle all the intensifiers. Next, have them fix theparagraph to make it sound better.


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I am very, very excited about good nutrition. I know if I really want to be an extremelyawesome basketball player, I can give my body much more energy by eating reallynutritious foods. I truly want to be a great basketball player. It would make me so veryhappy.

• Tell students to write their own paragraphs about the benefits of nutrition. In it,include at least one adverb that answers where?, one that answers when?, onethat answers how? and one that answers to what extent? Circle the adverbs used.

Referenceshttp://espn.go.com/trainingroom/s/2000/0324/444124.htmlhttp://espn.go.com/

trainingroom/s/2000/0324/444124.htmlwww1.ncaa.org/membership/ed_outreach/nutrition-performance/student/

index.htmlGrammar and Usage, Complete Course. Evanston, IL: McDougal, Littell and Company.1991.

http://espn.go.com/trainingroom/s/2000/0324/444124.html

www1.ncaa.org/membership/ed_outreach/nutrition-performance/student/index.html


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Healthy to the ExtremeName____________________________________________________ Date_____________________

An adverb is a word that modifies or changes the meaning of a verb, an adjective or another adverb.Adverbs answer the questions Where? When? How? and To what extent?

Read the following sentences about health and nutrition. Underline the adverb(s) in the sentence. Circle theword(s) it modifies. In the blank next to the sentence, tell what question is being answered by the adverb(where, when, how or to what extent).

1. Healthy people eat right and exercise regularly. ________________

2. Athletes who eat nutritious foods perform well. ________________

3. Carbohydrates, proteins and fats are very valuable nutrients for athletes. ________________

4. Foods with carbohydrates, such as bread and pasta, always give your body energy. ________________

5. When you exercise, eat carbohydrates often. ________________

6. Plan ahead to make nutritious meals and snacks. ________________

7. Proteins are quite important for muscle growth and repair. ________________

8. People who eat enough fats, such as nuts or blue fin tuna, can exercise longer. ________________

9. Eat carbohydrates, proteins and fats daily. ________________

10. You will feel best when you exercise and eat nutritious foods. ________________


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Getting the Story Out: Writing a Press ReleaseThis lesson will help your students develop persuasive language skills as they write amock press release.

National Standard: NL-ENG.K-12.12Skill: Writing with persuasive languageEstimated Lesson Time: 20 minutes, not including time for students to work on

the assignment in class

Teacher Preparation• Duplicate the Your Job: Get the Story Out worksheet on pages 295-296 for each

student.

• Make copies of the sample press release on page 294 for each student.

• Obtain a local newspaper, including a sports page, to bring to class. Find examplesof news stories that were probably written as a result of press releases.

Materials• 1 copy of the Your Job: Get the Story Out worksheet on pages 295-296 for each

student

• 1 copy of the sample press release on page 294 for each student


• A local newspaper sports page

Background InformationThe NCAA® had its beginnings in 1906 as the Intercollegiate Athletic Association of theUnited States (IAAUS). The original 62 members were responding to the many injuriesand occasional deaths that were occurring in college football. The organization wasrenamed the National Collegiate Athletic Association® (NCAA) in 1910. For several years,the NCAA was a discussion group and rule-making body, but in 1921 it held its firstnational championship—in the sport of track and field. Gradually, the NCAA formedmore rules committees and held more championships in more sports. Today, the NCAAhas 1,200 members, oversees 87 championships and includes 22 sports.

In this lesson your students will use persuasive language to write a press release con-veying the NCAA’s accomplishment of making college sports more exciting to more fans.

Introduce the LessonTell students that today they will learn how some stories make their way into the localnewspaper or onto the TV news, and they will learn how to write a press release.

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Follow These Steps1. Explain to students that a press release is a one- or two-page news story sent to

a newspaper, TV station or other media outlet. The person who writes the pressrelease hopes that the newspaper or TV station will run a story on the topicpresented in the press release.

2. Show students the newspaper you brought for this class session. Point out somestories that probably made it into the paper as a result of press releases—forexample, articles promoting upcoming events (churches and volunteer organi-zations often issue press releases), stories about results of research studies andarticles that promote certain organizations or companies (perhaps a local hos-pital opening a new trauma unit). If the newspaper had not received press re-leases, these articles probably would not have appeared in the paper. Othertypes of newspaper stories, such as sports game recaps, editorials or human-interest stories, are written by local journalists and usually do not result frompress releases

3. Distribute the worksheet on pages 295-296 to each student and a copy of thesample press release on page 294.

4. Read aloud the NCAA facts. Explain to students that each of them is to write apress release persuading people that the NCAA is making college sports moreexciting to more fans. Tell students they can elaborate on these facts with made-up information: They might make up a quote from an imaginary authority orinvent some examples of how these facts make college sports more exciting tomore fans. (Coach Smith of the Tigers says, “The NCAA has worked hard to makesports more exciting for the fans. By adding new championships in more sports, wehave increased our fan base by 20 percent.”)

5. As a class, review the guidelines for the blanks students are to fill in on theirworksheets. Explain that press release writers place the most important infor-mation first, so that a newspaper editor who needs to shorten the story can cutfrom the end without losing the vital details.

6. Have the students read the sample press release to get a feel of what informa-tion should go where.

7. Remind students that the press release should rely on facts—even the ones theyhave made up—rather than on emotion.

8. Set a due date for the assignment. Give students as much time as possible towork on their assignment in class.

Extend and Vary the Lesson• Instead of assigning this as homework, write the press release as a class.

• To build cooperation and communication skills, have small groups work togetherto write the press release during class time.

• Invite a local college or university Sports Information Director (SID) or a reporterfrom your local newspaper or TV station to speak to the class. Ask the guest speakerto bring some copies of press releases he or she has written or received. Ask thereporter to explain how he or she (or the editor) decides which stories to run.


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FOR IMMEDIATE RELEASE

Contact: Chris Smith

NCAA Builds Excitement of College Sports

Kansas City, MO—February 25, 2003—The NCAA announced today that it has broad-ened the appeal and built the excitement of college sports. The organization releasedthe results of a poll, indicating that more fans attended NCAA competitions in 2002than in previous years. The growth is attributed to an increased number of sports, anincrease in national championships and increased national exposure from a multiyeartelevision contract.

Coach Smith of the Tigers says, “The NCAA has worked hard to make sports moreexciting for the fans. By adding new championships in more sports over the years,we’ve increased our fan base by 20 percent.”

The Tigers is one of many teams showing an increase in fan support this year. TheNCAA oversees 22 sports. It has expanded the number of championships to 87 sincethe first one held in 1921. These championships are held at Division I, II and III levels.

The NCAA also supports the boom in women’s sports. NCAA institutions have workedhard to achieve the gender equity required by Title IX. This has meant an increase inthe number of women’s sports the NCAA oversees. Lola Jones, athletic director atWestern University comments, “The more sports you offer, the more fans you’llattract. Variety and quality are the name of the game. Here at Western our women’sprograms offer everything from basketball to gymnastics to ice hockey. Anytime wecome close or make it to an NCAA championship, the number of fans increases.”

The National Collegiate Athletic Association (NCAA) is the organization throughwhich the nation’s colleges and universities speak and act on athletics matters at thenational level. It has about 1,200 members; most of these are colleges and universi-ties. A recent poll confirms that the NCAA is reaching its goal of making college sportsmore exciting to more fans. For more information, contact Chris Smith at 555-1234.

Sample Press Release


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Your Job: Get the Story OutName____________________________________________________ Date_____________________

Your AssignmentFill in the blanks on the next page to write a press release persuading people that the NCAA® is makingcollege sports more exciting to more fans.

NCAA FactsMain point of press release: The National Collegiate Athletic Association® (NCAA) has made college sportsmore appealing and more exciting to fans everywhere in the United States.

• The NCAA has expanded the number of championships it administers to 87 since the first one (trackand field) took place in 1921.

• The NCAA has expanded the number of sports it oversees to 22.

• The NCAA supports the huge growth in interest and participation in women’s sports.

• The NCAA works with college and university athletics departments to create quality programs.

• Through the NCAA, the nation’s colleges and universities speak and act on athletics matters at thenational level. The organization has about 1,200 members; most of these are colleges and universities.


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Your Press Release

FOR IMMEDIATE RELEASE

Contact: _____________________________ [your name]

Headline: __________________________________________________________________ [communicate the story in just a few words]

First paragraph: Provide an overview, answering who, what, when, where, why andhow. This paragraph should grab the reader’s attention and make your point strongly.(Why is this story important for your community? How do NCAA sports benefitpeople?)Place: ______________________ Date: ______________ First paragraph: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Next paragraph: Include details, including quotes and other information that mightbe interesting to readers. Give the most important information and quotes first, thenthe rest of the details. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Closing paragraph: Summarize the main point and include your contact informationagain. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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It’s a Figure of SpeechThis lesson will challenge your students to use figurative language to describe basket-ball moves and vocabulary.

National Standard: NL-ENG.K-12.6Skills: Identifying and writing figurative languageEstimated Lesson Time: 45–50 minutes

Teacher PreparationDuplicate the It’s a Figure of Speech worksheet on page 299 for each student.

Materials• 1 copy of the It’s a Figure of Speech worksheet on page 299 for each student

• 1 or more sheets of notebook paper for each student


Background InformationWhen Dr. James Naismith invented the game of basketball, he created 13 rules andcoined only a few terms. A “foul” was “striking at the ball with the fist” and a “goal”was made “when the ball is thrown or batted from the grounds into the basket andstays there, providing those defending the goal do not touch or disturb the goal.”

Although many of the original rules still apply, basketball’s rules are now muchmore complex, taking many pages to explain. In addition, definitions of the few origi-nal terms have changed and many game-related terms have been added through theyears. Goals are now field goals. And we now have many types of fouls, includingflagrant fouls and intentional fouls, both of which include much broader violationsthan simply “striking the ball with the fist.”

Sportswriters often write in a straightforward manner, using standard basketballvocabulary. But sports announcers often describe play action with figurative language.In this lesson, your students will learn to identify figurative language and the assign-ment will challenge them to describe sports action with figures of speech.

Introduce the LessonTell students this lesson will help them review figurative language as they learn somebasketball vocabulary. Today’s assignment will challenge them to describe sportsaction with figurative language.

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Follow These Steps1. Explain that figurative language makes writing more interesting and helps read-

ers visualize events. Although sportswriting often takes a straightforward, “justthe facts, ma’am” approach, sports announcing is filled with figures of speech.

2. Distribute the worksheet on page 299 to each student. Ask them to look at thefigurative language definitions at the top of the page.

3. Write these five sentences on the chalkboard, white board or overhead:

• Swish! The basketball dropped through the hoop.

• Keisha grabbed for the rebound like a cat grabbing for a mouse.

• Jenna drove to the basket knowing her life depended on it.

• Time stood still as Sergio prepared to make the game-saving free throw.

• The court was a classroom where the players learned teamwork, leadershipand fair play.

4. Ask students to identify the figurative language used in the first sentence. (Ono-matopoeia: “Swish!”). Ask students to create other sentences out loud that useonomatopoeia. Encourage basketball- and other sports-related examples.

5. Do the same with the second sentence. (Simile: “like a cat grabbing for a mouse”)and so on. (Third sentence, hyperbole: “knowing her life depended on it”; fourthsentence, personification: “Time stood still”; fifth sentence, metaphor: “The courtwas a classroom.”)

6. Allow enough time for students to complete the worksheet in class. Discuss.Refer students to the basketball vocabulary on pages 8-9 for definitions of unfa-miliar terms.

Extend and Vary the Lesson• Challenge students to find and bring to class examples of figurative language in

newspapers, magazines, textbooks or even on cereal boxes.

• Divide students into small groups. Ask each group to create its own sport, withunique rules, competitive goals and sport vocabulary. The group should docu-ment these rules, goals and vocabulary. Ask each group to work together to writean article, using figurative language, describing the winning moment of a champi-onship game. As a fun alternative, ask groups to physically demonstrate the sportthey have created.

• Have students choose one of the headlines on the worksheet and create a 200-word article to go with it. Challenge students to use figurative language severaltimes within the article.


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It’s a Figure of SpeechName____________________________________________________ Date_____________________

Figurative Language Definitionshyperbole—An extreme exaggeration.

metaphor—An implied comparison of two unlike things, without the use of the words like or as.

onomatopoeia—The use of a word whose sound suggests its meaning or whose sound imitates thesound associated with the object or action to which it refers.

personification—The giving of human qualities to an animal, thing or idea.

simile—A comparison of two unlike things using the words like or as.

Using Figurative Speech to Describe Basketball MomentsSportswriters use straightforward, literal language, but sports announcers often use figurative language.Read each news headline below, noticing the basketball-specific terminology. Pretend you are a sportsannouncer and, on another sheet of paper, write a sentence for each headline that an announcer might useto tell part of the game story. You must use one figure of speech (hyperbole, metaphor, onomatopoeia,personification or simile) in each sentence and you must use all five figures of speech in this exercise. You willuse one figure of speech twice (you choose which one).

1. Turnovers End Wildcats’ Hopes _____________________________________________________________

_________________________________________________________________________________________

2. Thompson Leads in Assists _________________________________________________________________

_________________________________________________________________________________________

3. Sooners Foul, Huskers Score ________________________________________________________________

_________________________________________________________________________________________

4. Alley-Oop! The Dream Lives On_____________________________________________________________

_________________________________________________________________________________________

5. Rebounds Mean Big Win for Texas Women ___________________________________________________

_________________________________________________________________________________________

6. Field Goals? Syracuse Needs ’Em ____________________________________________________________

_________________________________________________________________________________________


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Women in SportsThis lesson will help your students develop research skills as they learn about womenin sports.

National Standard: NL-ENG.K-12.8Skills: Developing research skills, using and comparing a variety of sourcesEstimated Lesson Time: 30 minutes, not including other class periods used to

complete the assignment

Teacher PreparationDuplicate the Women in Sports worksheet on pages 302-303 for each student.

Materials1 copy of the Women in Sports worksheet on pages 302-303 for each student

Background InformationOnly one year after Dr. James Naismith invented the game of basketball for men in1891, gymnastics instructor Senda Berenson adapted the rules for women and intro-duced the game to her students at Smith College. The first women’s basketball gamewas played in 1893 at Smith College between freshman and sophomore players. OnApril 4, 1896, Stanford University and the University of California at Berkeley playedthe first women’s intercollegiate basketball game in San Francisco. Stanford won by ascore of 2 to 1. In 1972, the Association of Intercollegiate Athletics for Women held itsfirst women’s collegiate basketball championship. And in 1982, the first NCAA®women’s basketball championship took place. From humble beginnings came manyopportunities for women of all ages.

Just as Senda Berenson opened up the game of basketball to women, so have womenthroughout history played significant roles in developing women’s sports. In this les-son, your students will develop their research skills as they learn about significantwomen in sports.

Introduce the LessonTell students this lesson will help them develop their research skills as they learnabout significant women in sports.

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Follow These Steps1. Ask students to tell you what skills are involved in researching and writing about

a topic not familiar to them. Students may mention identifying reliable sources,finding relevant information, organizing information and communicating clearly.

2. Ask students to describe how they may use research skills in future jobs orprofessions. (A doctor may need to figure out what rare disease a patient hasbased on certain symptoms. An auto mechanic may need to research new methodsof repairing an engine or new sources for car parts. A manager of informationsystems [computer specialist] may need to research new software and hardwaredevelopments, comparing information from a number of sources to make the bestdecisions.)

3. Tell students that today they will learn how to develop these research skills asthey learn about women in sports. Ask students to name female sports figuresthey are familiar with and to describe these women’s accomplishments.

4. Distribute the worksheet on pages 302-303 to each student.

5. Ask students to tell you if they recognize any names at the top of the handout.Tell students these are some women they might want to research; describe theaccomplishments of several of these women:

• Nina Kuscsik—first woman to run the New York City Marathon and first fe-male winner of the Boston Marathon

• Robin Herman—sports reporter; one of the first female reporters to enter amale athletes’ locker room

• Stacy Allison—first American woman to climb Mt. Everest

• Jean Driscoll—eight-time winner of the women’s wheelchair division of theBoston Marathon

• Pat Summit—college women’s basketball coach; led the Tennessee Lady Vol-unteers to six NCAA championships

6. As a class, brainstorm potential sources of information on women in sports.Have students list these sources on a separate sheet of paper that they can referto later. Be sure to discuss print materials as well as computer-related sources.Remind students, from lesson 2, to verify information they find on the Internet.(Does the information match what you have found in other sources, especiallyprint sources? Can you verify authorship? Is the author reputable? Is the infor-mation free of bias?)

7. Describe the assignment. Give the students ample time to complete the posterpresentation. You might make this a two-week project, devoting two or threeclass sessions to working on the project.

Extend and Vary the Lesson• Consider pairing students with language disabilities with students who do not

have learning disabilities. Carefully assign responsibilities so that the work isequally divided yet geared to students’ abilities.

• To add a public speaking opportunity, ask students to give two-minute presenta-tions on their posters to the entire class.

• To encourage cooperation and teamwork, instead of assigning this individually,have groups of two to four students complete a poster.


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Women in SportsName____________________________________________________ Date_____________________

Notable WomenMildred “Babe” Didrikson—track and field and golf

Nina Kuscsik—marathon runner

Billie Jean King—tennis

Robin Herman—sports reporter (Princeton University, 1973)

Janet Guthrie—race car driver (University of Michigan, 1960)

Joan Benoit Samuelson—marathon runner (Bowdoin College, 1979)

Ann Meyers—basketball (University of California, Los Angeles, 1978)

Lynette Woodard—basketball (University of Kansas, 1981)

Mia Hamm—soccer (University of North Carolina, Chapel Hill, 1993)

Stacy Allison—climber (Oregon State University, 1984)

Jean Driscoll—marathon runner (University of Illinois, Champaign, 1991)

Judith Sweet—basketball, tennis, volleyball, softball, badminton (University of Wisconsin, 1969)

Robin Roberts—basketball (Southeastern Louisiana University, 1983)

Jackie Joyner-Kersee—track and field (University of California, Los Angeles, 1983)

Lisa Leslie—basketball (University of Southern California, 1994)

Pat Summitt—college basketball coach (University of Tennessee at Martin, 1974)

Chamique Holdsclaw—basketball (University of Tennessee, Knoxville, 1999)

Sue Bird—basketball (University of Connecticut, 2002)

Lisa Harrison—basketball (University of Tennessee, Knoxville, 1993)

Swin Cash—basketball (University of Connecticut, 2002)

Lindsey Yamasaki—basketball (Stanford University, 2002)

Sheryl Swoopes—basketball (Texas Tech University, 1993)

Cass Bauer-Bilodeau—basketball (Montana State University, 1994)

Your Assignment1. Identify the female sports figure you plan to research. You may choose a woman from the list here or

another woman of your choosing. If you choose to research a woman not listed here, you must seekyour teacher’s approval of your subject.

2. Identify and use at least three sources of information. You must use at least one print source and onecomputer-related source.


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3. Create a poster describing the life and accomplishments of the female sports figure. Your poster mustinclude a one-page, handwritten or typed summary of what you learned about this sports figure. Itshould also include other items of your choosing such as photos, lists, drawings and so forth.

4. Be sure to mention the following topics somewhere on the poster: main events in the woman’s life, thewoman’s sporting accomplishments, influential people in the woman’s life (if possible), how the womanbecame involved in sports and how this woman has impacted the sporting world (e.g., created newopportunities for other women, helped develop a sport or a certain profession).

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